模塊化和情境化
IGC Tay Ninh學(xué)校位于Tay Ninh市中心，位于兩條主要的林蔭大道之間。
IGC Tay Ninh School is located on a large plot of land which lies in between two major boulevards originating from the Holy See Temple, Tay Ninh city center.這片綿長(cháng)的土地為教育綜合體的總體規劃帶來(lái)了有利的條件，使其成為一個(gè)從學(xué)前教育到高中教育的相互連接的設施集合體。該設計是一個(gè)富有成果的參與性過(guò)程，其中包括與教育機構的討論，以確定和簡(jiǎn)化教室設施的空間解決方案，這是為了提高教學(xué)和學(xué)習的參與性。
The long stretch of land brings favorable conditions to masterplan the educational complex into an interconnected ensemble of facilities, ranging from preschool to high-school education. The design was a fruitful result of a participatory process that involves discussions with educational institutions in order to identify and streamline spatial solutions for the classroom's facilities, which is to enhance the teaching and learning participation.日光通過(guò)陽(yáng)光強度適宜地區的長(cháng)條形開(kāi)口進(jìn)入教室。正是從這些開(kāi)口處建立了一個(gè)連續的視覺(jué)連接，將獨特的地標和興趣點(diǎn)連接到教室里。室外庭院以一種與相鄰的教學(xué)設施相輔相成的方式交織在一起。
因為長(cháng)長(cháng)的線(xiàn)性庭院是為小學(xué)和中學(xué)預留的，所以一串教室、多功能廳和大堂區域圍繞著(zhù)位于學(xué)前街區的中心的一個(gè)大型圓形花園，為孩子們在一起玩耍時(shí)提供了一種舒適感。
Daylight is brought into the classrooms through long openings in areas where the sun intensity is pleasant. It is from these openings that a continuous visual connection is established, linking unique landmarks and points of interest into the classroom. The outdoor courtyards are interwoven in a way that complements their adjoining teaching facilities. As the long linear yards are reserved for primary and secondary level, a string of classrooms, multifunction rooms, and lobby area hug around a large round garden that is located in the center of the preschool block, offering the children a sense of comfort while playing together.包圍著(zhù)兩個(gè)大而長(cháng)的庭院的是額外的教學(xué)設施，伴隨著(zhù)一個(gè)大型自助餐廳、用于體育活動(dòng)的多功能廳、室內表演、創(chuàng )意學(xué)習和展覽室。它們在空間上組織起來(lái)，以?xún)?yōu)化運動(dòng)、操作，使與學(xué)習相關(guān)的活動(dòng)能夠持續進(jìn)行。
為了使建筑適應西寧典型的炎熱和干燥的自然環(huán)境，我們實(shí)施了一個(gè)策略，利用連接走廊作為一個(gè)交通工具,和形式的平臺/陽(yáng)臺提供室內和室外之間的愉快的緩沖地帶,并為教室外的活動(dòng)提供遮蔽和陰涼。
Enveloping the two large and long courtyards are additional teaching facilities accompanying a large cafeteria, multi-function hall for sporting activities, indoor performances, creative learning and exhibition rooms. They are spatially organized to optimize movement, operation, so that learning related activities can take place continuously. To acclimatize the building to the typical hot and dry nature of Tay Ninh, we implement a strategy using the connecting corridors both as a mode of transport, and a form of terrace/ veranda to provide pleasant buffering zone between indoor and outdoors, as well as offering cover and shade for activities that take place outside of the classroom.流動(dòng)的靈活線(xiàn)條定義和軟化建筑作為活動(dòng)的背景，而大型流動(dòng)板代表了連續不斷的學(xué)習能量流，連接整個(gè)綜合體的所有層次的學(xué)校。
從兩條林蔭大道的中心，長(cháng)長(cháng)的土地提供了一個(gè)機會(huì )，在無(wú)垠的社區和花園之間形成一個(gè)可愛(ài)的對話(huà)。一方面展示日常的家庭活動(dòng)，另一方面展示學(xué)習活動(dòng)和教室間交織的空間流動(dòng)。
Flows of flexible lines define and soften the architecture as a backdrop for activities, while large flowy plates represent a continuous stream of learning energy that connect schools of all levels across the complex. From the center of the two boulevards, the long stretch of land has given an opportunity to form a lovely dialogue between the sprawling neighborhood and the garden. On one side, it is presenting the daily household activities, and the other side is exhibiting learning activities and flows of space weaving between the classrooms.運動(dòng)結構
當我們開(kāi)始為每個(gè)建筑區塊的空間屬性進(jìn)行規劃和編程時(shí)，也確定了中間空間的特征。這些中間區域通過(guò)直接向天空開(kāi)放的大型開(kāi)放區域形成，并作為一個(gè)開(kāi)口框架外部環(huán)境的視圖，以及一個(gè)促進(jìn)人、教育綜合體及其環(huán)境之間無(wú)形的三因素關(guān)系的促進(jìn)者。
它也是一個(gè)直接將人與自然聯(lián)系在一起的空間，使他們接觸到環(huán)境的不斷變化的自然環(huán)境中，如陽(yáng)光、涼爽的微風(fēng)、空氣中微妙的氣味、濕氣、雨滴敲打地面的聲音等。
When we start the planning and programming process to define spatial attributes for each building block, the character of the in-between spaces are also established. These in-between domains take form through large open areas that open directly to the sky, and double acting as an aperture framing views of the external surrounding, and a facilitator enhancing the intangible tri-factor relationship between human, the educational complex, and its context. It is also a space that directly connects humans with nature, exposing them to the ever changing nature of the environment, such as the sun, the cooling breeze, the subtle hint of smell in the air, moisture, the sound of raindrops drumming on the ground...etcIGC義務(wù)學(xué)校的中間空間以運動(dòng)為特征，以促進(jìn)和增強學(xué)生的戶(hù)外體驗。通過(guò)觀(guān)察、分析和接收使用反饋的過(guò)程，這些移動(dòng)區域將產(chǎn)生以下特征:
+鼓勵學(xué)生和老師在建筑間走動(dòng)，在參與日?；顒?dòng)的同時(shí)增加他們與自然的體驗。
+促進(jìn)不同年齡的學(xué)生和他們老師之間的互動(dòng)。
+通過(guò)與自然的直接接觸，創(chuàng )造輕松、舒適的創(chuàng )造性學(xué)習和教學(xué)氛圍。
Acting as an agent to facilitate and enhance the student outdoor experience, the in-between spaces at IGC Compulsory School are shaped and characterized by movement. Through the process of observing analyzing, and receiving usage feedbacks, these moving region will contribute the following characters:+ Stimulates students and teachers to move between buildings, and increase their experience with nature while participating in daily activities.+ Facilitate interactions for students of different ages and their educators.
+ Create a relaxing, and comfortable atmosphere for creative learning and teaching through direct contact with nature.總體規劃圖
位置軸側圖
爆炸軸側圖
循環(huán)系統
運動(dòng)示意圖
詳細說(shuō)明圖
鳥(niǎo)瞰圖
地面平面圖
手繪
建筑師：KIENTRUC O
地點(diǎn)：越南
面積：16519 m2
年份：2020
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